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Den engasjerte eleven

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ISBN: 9788202583842 Year: Pages: 252 DOI: 10.23865/noasp.35 Language: Uncoded
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) Grant: Nord Universitet
Subject: Education
Added to DOAB on : 2018-05-04 11:01:48
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"Passion for learning has become a key concept in the politics of education. We want to establish schools where students are motivated, enthusiastic and feel a desire to learn. To achieve this on behalf of all students, an emphasis has to be placed on schools where students can experience mastery on the basis of their individual qualifications. Variation in instruction is crucial for students to feel mastery and thus the desire to learn more. A significant springboard for increased desire to learn can be found in enthusiasm. The enthusiastic teacher often receives a good deal of deserved attention. Only when students become enthusiastic about learning can beneficial learning outcomes arise. In The Enthusiastic Student the authors demonstrate how instruction that incorporates wonder, investigation and activation can lead to more enthusiastic students.

This anthology includes 12 peer-reviewed chapters written by authors who lecture in a broad range of subjects at Nord University’s Faculty of Education and Arts.

The book is in two parts. The first part opens with introductory chapters that explain the concepts of wondering, investigative and activating instruction, and what distinguishes these three approaches from each other. In addition, the basic principles and overall perspective behind the choices of instructional form and the relationship to the student which will influence the learning outcomes in each case, are also explained. This is essential information when it comes to evaluating teaching practices: Why did the plan function well? Why did it not?

Part two of the book presents the different wondering, investigative and activating working forms. Some of the methods are presented within the context of one or two subjects; other methods are presented more generally. In these chapters, the reader will find examples that illustrate motivation theory, more insight into the value of interdisciplinary work, and possible effects we can achieve with teaching activity that is not necessarily out after that one right answer.

This anthology will be of interest to students and teachers seeking to create more enthusiasm among students in the teaching situation."

Prioritering og progresjon i skolematematikken

Authors: ---
ISBN: 9788202585280 Year: Pages: 318 DOI: 10.23865/noasp.26 Language: Uncoded
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) Grant: University of Oslo
Subject: Mathematics --- Education
Added to DOAB on : 2018-01-29 13:32:13
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Norway is a leading country in the world when it comes to not prioritizing algebra in school mathematics, the mathematical language many students will need for further education and professions. Analysis of data from TIMSS, TIMSS Advanced and other international comparative studies have concluded that this result is consistent across 20 years of research. Norwegian students perform well in domains such as statistics/data, and alarmingly low in algebra. This conclusion is based on data from all levels in school: Primary school, lower secondary school, upper secondary school, and teacher education. The international studies indicate that East Asian, Eastern European and Latin European countries prioritize algebra more strongly than Norway or other Nordic and English-speaking countries. Several of the countries performing well in algebra, also seem to have some sort of balance between teaching algebra and teaching statistics, while there is a huge difference between the student scores on these domains in Norway. It almost seems as though “students learn statistics instead of learning algebra”. The importance of taking into account the type of mathematical content which is tested in different studies before drawing conclusions, is also addressed in the book. For instance, PISA mathematics is compared to TIMSS grade 8 mathematics when it comes to mathematical theory involvement. On the other hand, it is emphasized that it is necessary to have information from different studies to make valid conclusions concerning mathematics in schools. The importance of cooperation between countries all over the world in developing school mathematics, with countries learning from each other, is also discussed. The book is a result of cooperation between researchers at the Department of teacher education and school research (ILS) and the Department of mathematics, both at the University of Oslo, and school teachers in an upper secondary school. The results are discussed from a teacher education perspective, a school teacher perspective and from the perspective of the national curriculum for schools in Norway. Some of the chapters in the book are devoted to going through all the test items in TIMSS Advanced 2015 which can be published, and it is described how these items can be used both by teachers in school and in teacher education at universities.

Keywords

timms --- mathematics --- algebra --- undervisning --- skole --- matematikk --- education

Metode mellom forskning og læring

Authors: --- ---
ISBN: 9788202549817 Year: Pages: 185 DOI: 10.23865/noasp.25 Language: Uncoded
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) Grant: The University College of Southeast Norway
Subject: Education
Added to DOAB on : 2018-01-29 13:32:12
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This book employs a range of approaches to answer the question of how to use qualitative methods in a way that opens for reflections on the development and the study of professional practice in teacher education. Knowledge is displayed in action. Since this is also true for professional practice, the methods used by the contributors to this book are oriented towards practical action in the field of education, from early childhood education to higher education. Development, reflection, learning and research are tightly interwoven, as is displayed by researchers, teachers, and students when they participate and reflect upon different kinds of learning processes. The book is dealt in three parts, all of which examine reflection in relation to the fundamental terms method, research, and learning. The first part discusses method in a field of tension between everyday practice, research, and learning. The second part focuses on reflection in different areas of university students practicum during their education. The third and final part highlights the different ways in which processes of reflection are relevant in the context of classroom studies. All contributors to Method between research and learning – Reflection in practice are members of the interdisciplinary research group Qualitative methods in professional practice at University College of Southeast Norway.

Kvensk grammatikk

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ISBN: 9788202569655 Year: Pages: 495 DOI: 10.23865/noasp.24 Language: Uncoded
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing) Grant: University of Tromsø
Subject: Linguistics
Added to DOAB on : 2018-01-29 13:32:13
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Kvensk grammatikk is a comprehensive presentation of the structure of the Kven language, a Baltic-Finnic minority language in Norway. The grammar has been reviewed and approved by Kvensk språkting, the decision-making body for the school norm of Kven. The book was first published in Kven, and Kvensk grammatikk is a somewhat revised version, translated into Norwegian. The book describes the sound system and orthography in Kven. It contains a detailed syntactic-semantic analysis of adposition usage and of the conjunction and subjunction system in the language, and describes the adverb types found in Kven based on their semantic function. The pronouns system as well is thoroughly described in the grammar. The syntax part is based on an ontological-semantic analysis of the verbs. The basic idea is that the verbs of the same ontological-semantic category have the same valency structure; that is, the actual semantic relationships are reflected in the sentence structure. The result is a description of frequent sentence types in the language, what kind of complements they take, and what case the complements have. The morphology part takes care of nominal and verbal inflection, and all of the inflectional categories are described in detail. Their usage is illustrated with example sentences. All linguistic phenomena treated in this grammar are richly illustrated with examples. For some linguistic phenomena, two or three different dialectal variants may occur. The grammar takes into account this dialectic variation in Kven.

Studentaktiv læring

Authors: --- ---
ISBN: 9788202608729 Year: Pages: 219 DOI: 10.23865/noasp.72 Language: Norwegian
Publisher: Cappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing)
Subject: Education
Added to DOAB on : 2019-08-14 11:21:03
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"Quality in teaching is a recurrent theme in discussions of higher education. We hear about unqualified lecturers and poor instruction, about classes that obfuscate rather than illuminate the subject matter, and teaching that fails to inspire and motivate students for learning.

This anthology addresses the challenges university-level pedagogy faces and provides examples of teaching methods that can accommodate these challenges. The objective is to contribute with research-based knowledge, strategies for student-active learning and activities that stimulate learning, underscored with examples from pedagogical practice. The individual articles build on empirical data from four different subject areas: construction contracting, traffic and transport logistics, organizational studies and the compulsory philosophy course for undergraduate students in Norway (Examen philosophicum).

This book will be of interest primarily to teachers, advisors and guidance counsellors, and educators responsible for curriculum planning within the higher education sector; however, students will also find it useful. The authors are researchers and instructors all working in various ways with learning processes at Nord University."

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